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All Journal E-Structural Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JEELS (Journal of English Education and Linguistics Studies)
SARI, ALFIA
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Gender Stereotypes Portrayed in Five Most Popular Indonesian Folktales: Literature in ELT Sari, Alfia; Sueb, Sueb; Anugerahwati, Mirjam
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 7 No. 01 (2024): June 2024
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v7i01.10715

Abstract

Folktales have been a medium through which children can transfer knowledge, language, and cultural values at an early age. The existence of folktales cannot be separated from the values prevalent in society. Numerous moral principles are sound for life. As literary works for learning, folktales should introduce gender roles. However, some local cultures and ideologies can represent the role of gender in some areas. Therefore, this study investigates the gender stereotypes in the five most popular Indonesian folktales: Roro Jonggrang, Timun Mas, The Legend of Malin Kundang, The Origin of Lake Toba, and Bawang Merah Bawang Putih. These stories were chosen because they are the most searchable folktales online and are the most used as learning materials in Indonesian school textbooks: English for Nusantara and When English Rings a Bell. Critical discourse analysis (CDA) analyzes the relationship between discourse language and other semiotic cues. The results revealed two aspects of each character's social and domestic roles. The male characters dominate the stories, where male characters are depicted as people who work, travel, and fight. In contrast, female characters are depicted as housewives who do all the housework. This showed a patriarchal culture is involved in the stories, which impacts the portrayal of men and women in society. Therefore, gender construction in these five most popular folktales is needed as they are used as learning materials to teach values to young learners.  
The Impact of CLIL on Students' English Skills and Competences in Primary School Sari, Alfia; Rachmajanti, Sri; Anugerahwati, Mirjam
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2606

Abstract

Studies investigating the implementation of content language integrated learning (CLIL) have been widely conducted in response to the use of English as a lingua franca. However, they are mostly conducted in secondary to higher education where students have acquired their L1. They are also limited to primary education and have largely examined the teachers’ perspectives. Therefore, this study investigated the impact of the CLIL implementation on students’ English proficiency and skills at primary school to look at the feasibility of this approach implemented in primary schools. Descriptive quantitative research is conducted to analyze and explain the English proficiency levels and skills of 64 third graders and 62 fourth graders in one primary school in Surabaya, Indonesia. The findings revealed that the CLIL approach implementation had positive impacts on students’ English acquisition. The students’ English proficiency levels were from basic to outstanding levels. They showed satisfied English average scores on writing, listening, and the use of English. They also demonstrated higher average scores on every skill component. This was due to the amount of English exposure and input the CLIL students received from the content-subject materials. The content material’s understanding, knowledge, and skill helped them acquire the target language. However, the students needed to improve their reading for detail skills as their scores were low.
Gender Differences in Writing Complex Sentences of CLIL-Based Bilingual Primary Students Sari, Alfia; Suryati, Nunung
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 1 (2025): Special Issue: Maintaining Sustainable Development on Language, Literature, and
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i1.21102

Abstract

This present study investigated the students’ ability to produce complex sentences between male and female students who studied in a CLIL Bilingual School in Surabaya. The participants of this study were 50 primary six students. The document analysis was used to obtain data about the students’ production of complex sentences. T-unit analysis was employed to investigate the students’ proficiency in writing complex sentences. Additionally, to generate the students’ lexical richness, this study used Antconc to help generate the TTR (type-tokens ratio) on the essay. The result showed no significant differences between male and female students in their proficiency in writing complex sentences, as the p-value was higher than 0.05. It indicated that the CLIL Bilingual students’ proficiency in writing complex sentences was equal, and the input and exposure were similar. However, female students show a higher TTR and more lexical variety in producing complex sentences than male students. These findings significantly impacted understanding how gender impacts the ability to produce complex sentences when writing and using lexical variety.
The Impact of CLIL on Students' English Skills and Competences in Primary School Sari, Alfia; Rachmajanti, Sri; Anugerahwati, Mirjam
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2606

Abstract

Studies investigating the implementation of content language integrated learning (CLIL) have been widely conducted in response to the use of English as a lingua franca. However, they are mostly conducted in secondary to higher education where students have acquired their L1. They are also limited to primary education and have largely examined the teachers’ perspectives. Therefore, this study investigated the impact of the CLIL implementation on students’ English proficiency and skills at primary school to look at the feasibility of this approach implemented in primary schools. Descriptive quantitative research is conducted to analyze and explain the English proficiency levels and skills of 64 third graders and 62 fourth graders in one primary school in Surabaya, Indonesia. The findings revealed that the CLIL approach implementation had positive impacts on students’ English acquisition. The students’ English proficiency levels were from basic to outstanding levels. They showed satisfied English average scores on writing, listening, and the use of English. They also demonstrated higher average scores on every skill component. This was due to the amount of English exposure and input the CLIL students received from the content-subject materials. The content material’s understanding, knowledge, and skill helped them acquire the target language. However, the students needed to improve their reading for detail skills as their scores were low.
Co-Authors Mirjam Anugerahwati Nunung Suryati NUR CHAKIM Sri Rachmajanti Sueb